gwen van der velden , director, learning and teaching enhancement
DESCRIPTION
Gwen van der Velden , Director, Learning and Teaching Enhancement Kyriaki Anagnostopoulou , Head of e-Learning University of Bath. Funded by JISC, match funding by HEIs 1 of 12 HEI-based projects in the UK Each project provides a different perspective on digital literacies - PowerPoint PPT PresentationTRANSCRIPT
Gwen van der Velden, Director, Learning and Teaching EnhancementKyriaki Anagnostopoulou, Head of e-LearningUniversity of Bath
National context• Funded by JISC, match funding by HEIs• 1 of 12 HEI-based projects in the UK• Each project provides a different perspective on
digital literacies• 2 year project (Aug 2011 – July 2013)• Funding up to £100,000 per project• UK-wide funding £1.5m • Sector body and association
involvement
University of Exeter University of the Arts University of Reading University College London Institute of Education Cardiff University Plymouth University University of Greenwich Oxford Brookes University Worcester College of Technology Coleg Llandrillo
Institutional context• Single campus, research intensive• Strong student engagement• Very high student satisfaction• Well-defined community with many stakeholders• ‘Generatim discite cultus’
(learn each field of study according to its kind) • Leads change through the disciplines supported by a robust administrative and
physical infrastructure• Subjects have a strong physical presence (labs, engineering workshops, etc)
Digital environment
For
StaffStudentsOther stakeholders
WhenPre-entryWhilst at uniAlumniManifests
OnlineIn physical spaces
Need to develop
Skills, competencies and capabilities Infrastructure
and systems
Provides access
InfoResources
AdministrationLearning Experiences
Research
FunctionsCommunication
CollaborationAdministration
Learning
Project’s context
Academic
Technical Administrative
AimEstablish an institutional vision for the development of digital literacies
Embed digital literacies in core institutional strategic processes
Engage students in the process as change agents
Map how disciplinary differences and cultures shape the development of digital literacies
Explore how institutional structures and processes enable and/or hinder the embedding of digital literacies Outputs
• Discipline-specific statements for digital literacies• Good practice case studies on embedding digital literacies• Change management tools/staff development resources
(OERs)• Guidance on effect organisational change• Institutional processes• A framework for evaluating the impact of digital literacies
projects
Define & articulate ‘digital literacies’
Audit & carry out needs analysis
Propose & develop appropriate interventions
Run & facilitate pilot projects
Evaluate projects
Methodology
Students (UG, PG)
Academic
Placements Officer
Prog. Admin
Manager
Etc
Faculty learning
community
Faculty learning
community
Faculty learning
community
School learning
community
Institutional learning
community
UKOLN
VITAE
SCAP
STUDENTS UNION
HEA
PriDE Project Team
PriDE Steering Group
Student engagement
• Define and articulate ‘digital literacies in the disciplines’
• Baseline/audit and carry out needs analysis for students/staff
Faculty learning communities
“A digitally literate person in the Faculty of Engineering and Design should be proficient in retrieving, managing, evaluating, sharing,
presenting relevant information, supported by access to the appropriate hardware and
software.”
“A digitally literate person in the Faculty of Humanities and Social Science is critically
and ethically aware, confident in engaging in a wide array of digital practices, resources/tools and academic and professional environments,
and in establishing coherent identities.”
Analysis
Science Management Humanities Eng & Design
Cultural
Cognitive
Constructive
Communicative
Confidence
Creative
Critical
Civic50%
Outcomes of PriDE are informing the University’s student development provision
Self-assessment
Self-assessment
Work in progress
• Map against what is important in each faculty
• Direct each student to appropriate developmental opportunities – overcome fragmentation of experience
• Part of our FYE provision
• Analysed by students, built by students
Developmental activities/events• Careers Service – new
workshops on managing digital identity
• Student Union skills development– by students for students
Outcomes of PriDE are informing the University’s
staff & student development provision
Researcher Development Framework (VITAE)
Job descriptions
Outcomes of PriDE as part of student recognition schemes
The Bath Award • Accreditation of digital literacies
through extra-curricular activities, work experience, volunteering and additional learning (portfolio submission)
• Appears on degree transcripts
Outcomes of PriDE are informing and influencing
developments in the wider sector
Sector developments• VITAE Researcher Development framework – we helped design a digital literacies
lens for it• We mapped the statements against SCONUL’s 7 pillars of information literacy and
provided them with feedback • We brought together a discipline-specific digital literacies interest group • We developed and evaluation framework for DL projects, tested at two HEIs• Change management materials available as OERs• Case studies are being produced – showcasing good practice • Dissemination events, conferences, workshops• Journal articles
Still to achieve• Build even greater ownership
• Embedding digital literacies into the curriculum• Only half are probably assessed?• Can we influence the design/review of programmes?
• We are bringing together staff development providers from across the institution offering technology-related developmental opportunities. Currently exploring:
• Joint calendar of events• Building on each others’ offerings• Means of recording digital literacies development
• Consider other institutional processes in which digital literacies can be embedded.
Questions?
http://digilitpride.wordpress.com/
Project sponsor: Gwen van der Velden
Project manager: Kyriaki Anagnostopoulou
Project officer: Julian PriorProject officer (Dissemination): Sarah Turpin
Project Adviser: Alex Pool, VP Education BUSU